Fall 2010 the Higher Education Research Institute (HERI) Faculty Survey was administered online to AUB faculty. 140 faculty members completed the survey form and submitted their responses. Others did not complete the full form and were responses were disregarded. The
HERI survey focuses on how faculty members spend their time, how they interact with students, their preferred methods of teaching students, their perceptions of institutional climate and their primary sources of stress and satisfaction.
Faculty responses have been aggregated in the following report by theme and construct.
Theme reports combine relevant items together for easy access. By examining these items together, these reports illustrate what contributes to specific areas of interest on campus and can be used to facilitate discussion. Constructs are designed to capture the experiences and outcomes institutions are often interested in understanding, but that present a measurement challenge because of their complex and multifaceted nature. To measure these broad underlying areas more precisely, HERI used
Item Response Theory (IRT) to combine individual survey items into global measures that capture these areas. IRT uses response patterns to derive construct score estimates while simultaneously giving greater weight in the estimation process to survey items that tap into the construct more directly. This results in more accurate construct scores. Constructs are particularly useful for benchmarking as they allow determining if the experiences and outcomes differ from the comparison groups. AUB faculty responses have been compared with all universities and with private universities and with 2004 results. Another comparison is in progress with 5 peer institutions used as AUB benchmark institutions.
Item responses have been aggregated by the following themes and constructs:
I.
Professional Practice: a.
Teaching (student-centered pedagogy) b.
Scholarship (scholarly productivity) c.
Service (civic minded values and practice)
II.
Job Satisfaction: a.
Workplace b.
Compensation c.
Career related stress
III.
Institutional Priorities a.
Commitment to diversity b.
Civic engagement c.
Increased prestige
IV.
Goals for Undergraduate Education a.
Personal development b.
Social involvement
1

V.
Administration a.
Relationship with Administration b.
Institutional Support and Resources
I. Professional Practice: Teaching
9. Personally, how important to you is:
Research Teaching % Service
AUB Private Pr/Pub AUB Private Pr/Pub AUB Private Pr/Pub
Essential/Very important
85 89 81 94 94 96 62 57 62
10. During the past two years have you engaged in any of the following activities?
Taught an honors course
Taught an interdisciplinary course
Taught an ethnic studies course
Taught a women's studies course
Taught a service learning course
Taught a capstone course
Taught in a learning community
Taught an exclusively web-based course at this institution
Participated in a teaching enhancement workshop
Collaborated with the local community in research/teaching
Taught a seminar for the first-year students
Supervised an undergraduate thesis
12. Do you teach remedial/developmental skills in any of the following areas?
Reading
Writing
Mathematics
ESL
General Academic Skills
Other subject Areas
AUB
16.5%
20.0%
1.7%
7.0%
21.7%
24.3%
2004 Yes Private Pr/Pub
8 13.0% 20.3%
44 48.7% 56.7%
2
7
2
0.9%
0.9%
7.0%
20.4%
3.5%
28.7%
11.2%
6.4%
17 22.6% 15.2%
7.4%
56 62.6% 45.1%
40 47.0% 38.4%
14 28.9% 27.5%
29.8%
4.3%
39.1%
18.7%
46.2%
10.3%
6.2%
17.6%
15.7%
55.4%
45.0%
22.2%
33.3%
8.3%
33.1%
Private
4.3%
9.6%
3.1%
0.6%
6.9%
4.5%
Pr/Pub
5.2%
12.2%
4.6%
1.0%
10.2%
6.4%
2

19. In how many of the courses that you teach do you use each of the following Evaluation
Methods?
2004 Most/All Private Priv/Pub
38 Multiple-choice exams %
Mean
Sig
Effect size
Gender difference M>F
Essay exams %
Mean
Sig
Sig
Effect size
Gender difference M<F
Short-answer exams %
Mean
Sig
Effect size
Gender difference M<F
Quizzes %
Student presentations %
Mean
Sig
Mean
Mean
Effect size
Gender difference M>F
Weekly essay assignments %
Sig
Effect size
Gender difference M<F
Effect size
Gender difference M<F
64
36
54
39
46
2.5
49-41
37
2.2
36
2.3
29-50
38
2.4
35-43
43
2.4
45-41
25
1.8
15-40
40
2.5
31-57
19
1.7
***
.76
18-21
42
2.3
ns
-.08
43-42
39
2.3
ns
.08
42-35
26
2.0
***
0.44
26-25
19
1.7
.03
16-24
49
2.6
-.07
42-61
50
2.6
**
2.4
ns
.02
16-23
45
2.5
-.03
39-55
44
2.5
42-41
35
2.2
0.18
35-35
19
1.8
28
2.0
***
.45
21-29
39
2.3
ns
-.06
40-38
42
-.01
Term/research papers %
Mean
Sig
Effect size
Gender difference M<F
Student evaluations of each others’ work
Mean
Sig
Effect size
Gender difference M<F
Grading on a curve %
Mean
Sig
Effect size
Gender difference M>F
17
27
25-55
19
1.7
11-33
22
1.9
29-10
-.26
47-56
17
1.8
-.04
13-24
24
1.8
0.06
27-19
0.20
23-12
-.15
41-48
21
1.9
-.017
17-26
19
1.7
*
3

Competency-based grading %
Mean
Sig
Effect size
Gender difference M<F
Class discussions %
Mean
Sig
Effect size
Gender difference M<F
Cooperative Learning %
Mean
Sig
Effect size
Gender difference M<F
Experiential learning/Field studies
Mean
Sig
Effect size
Gender difference M<F
Teaching assistants %
Mean
Sig
Effect size
Gender difference M>F
Recitals/Demonstrations
Mean
Sig
Effect size
Gender difference M<F
Group projects %
Mean
Sig
Effect size
Gender difference M<F
Extensive lecturing %
Mean
Sig
Effect size
Gender difference M>F
Multiple drafts of written work %
Mean
Sig
Effect size
Gender difference M<F
AUB is significantly lower than norms
AUB is significantly higher than norm
4
46
2.4
56-29
21
2.0
13-36
18-10
28
2.0
24-34
42
2.3
36-52
78-93
48
2.5
36-69
31
2.0
0.09
24-43
15
1.7
38
2.2
38-39
84
3.4
32
46
28
45
14
94
15
79-88
56
2.8
**
-0.26
48-69
27
2.0
0.00
22-33
13
1.6
.04
14-11
19
1.8
*
0.21
19-20
47
2.4
*
-0.19
46-50
82
3.4
-.01
32
2.2
0.12
28-38
2.5
-.06
52-34
23
2.0
-.05
19-29
81-92
52
2.6
-0.13
46-62
23
1.9
20-29
23
2.0
***
-.33
24-21
21
1.8
0.13
23-17
49
2.4
*
-.19
47-51
85
3.5
-.06
28
2.1
*
0.23
25-32
44
2.5
-.08
50-35
21
1.9
.03
18-26

Student-selected topics for course content %
Mean
Sig
Sig
Sig
Mean
Mean
Effect size
Reflective writing/journaling %
Effect size
Effect size
Gender difference M<F
Gender difference M<F
Community service as part of coursework %
Gender difference M<F
Electronic quizzes with immediate feedback in class
Mean
Sig
Effect size
Gender difference M=F
21
13
6
3-33
4
1.2
1-10
3
1.3
3-2
15
1.8
10-24
14
1.2
-.05
12-18
4
1.2
.04
2-6
4
1.2
.07
4-5
21
2.0
*
-.21
19-24
14
1.6
Using real-life problems %
Mean
Sig
Effect size
Gender difference M<F
Using student inquiry to drive learning %
Mean
Sig
Effect size
Gender difference M<F
55
2.6
53-60
44
2.4
42-19
49
2.5
.04
43
2.4
47-52
-.04
39-51
Conclusion:

Three items showed significant differences with both norm groups, use of MC items
AUB significantly higher and use of competency-based grading and student selected course content AUB is significantly lower.

Other items (n=7), AUB significantly higher or lower than one norm group.
22. During the present term, how many hours per week on average do you actually spend on each of the following activities?
57
2.8
-.17
55-61
46
2.5
-.12
42-52
-.06
12-25
6
1.3
-.013
4-8
7
1.3
-.09
6-9
21
2.0
*
-.19
17-26
17
1.7
2004 AUB Private Pri/pub
Scheduled teaching (give actual, not credit hours)
9 or more hours
Mean
Sig
Effect size
Gender differences M<F
42 40
3.3
34-50
22
3.0
**
0.29
20-25
38
3.3
-.07
36-40
5

100%
80%
60%
40%
20%
0%
Preparing for teaching (including reading student papers and grading)
13 or more hours
Mean
Sig
Effect size
Gender differences M<F
34 31
3.9
28-37
28
3.8
.09
23-35
Have you ever received an award for outstanding teaching?
Yes
M<F
13
15
13-18
41
45-35
Student-Centered Pedagogy
Measures the extent to which faculty use student-centered teaching and evaluation
Total
American University of Beirut
AUB Private
Total (n)
Mean
Standard Deviation
Significance
Effect Size
M<F
115
47.3
8.66
-
-
45*-52
3,859
47.7
8.86
ns
-0.04
46-50
34
4.1
-.08
29-41
Priv/pub
13,028
48.5
8.99
ns
47-51
43
46-39
Total Men Women
20.0%
35.7%
44.3%
Your Inst
26.2%
42.1%
31.7%
Comp 1
25.6%
42.3%
32.1%
Comp 2
100%
80%
60%
40%
20%
0%
11.0%
34.2%
54.8%
Your Inst
20.1%
41.3%
38.6%
Comp 1
19.3%
40.6%
40.1%
Comp 2
100%
80%
60%
40%
20%
0%
35.7%
38.1%
26.2%
Your Inst
35.0%
43.3%
21.8%
Comp 1
33.7%
44.4%
21.9%
Comp 2
High Student-Centered Pedagogy
Average Student-Centered Pedagogy
Low Student-Centered Pedagogy
Measure weighted average of following survey items and estimation 'weights':
In how many of the courses that you teach do you use each of the following?
* Cooperative learning (small groups) (2.30)
* Student presentations (1.85)
* Group projects (1.82)
* Class discussions (1.70)
* Student evaluations of each others’ work (1.53)
* Reflective writing/journaling (1.37)
* Experiential learning/Field studies (1.30)
* Using student inquiry to drive learning (1.26)
* Student-selected topics for course content (1.21)
Conclusion : Non-significant differences between AUB and norm groups on this construct.
6

I. Professional Practice – Scholarship
9. Personally, how important to you is:
Research Teaching % Service
AUB Private Pr/Pub AUB Private Pr/Pub AUB Private Pr/Pub
Essential/Very imp.
85 89 81 94 94 96 62 57 62
10. During the past two years have you engaged in any of the following activities?
Collaborated with the local community in research/teaching
2004
40
Yes
47.0%
Private
38.4%
Pr/Pub
45.0%
Conducted research or writing focused on International/Global issues
43.9% 38.9% 32.0%
Conducted research or writing focused on Racial or ethnic minorities 9 8.0% 27.1% 23.9%
Conducted research or writing focused on Women and gender
Engaged undergraduates on your research project
Worked with undergraduates on a research project
Received funding for your work from foundations
Engaged in academic research that spans multiple disciplines
Received funding for your work from state or federal government
Received funding for your work from Business or industry
22 11.4% 22.1% 20.1%
53.9% 56.9% 49.5%
47 55.7% 67.9% 62.2%
67.0% 76.8% 67.8%
36.5% 31.0% 23.2%
23.5% 38.5% 35.9%
14.9% 14.1% 13.1%
Have you engaged in any of the following professional development opportunities at your institution?
Internal grants for research
Yes 62 55 50
14. How many of the following have you published?
Articles in academic or professional journals
5 or more
Mean
Sig
Effect size
Gender differences M>F
Chapters in edited volumes
1 or more
Mean
Sig
Effect size
Gender differences M>F
Books, manuals, or monographs
1 or more
Mean
Sig
Effect size
Gender differences M>F
64
53
40
2004 AUB
58
3.9
70-37
54
2.0
56-49
35
1.5
38-29
Private
71
4.6
***
-.35
77-61
74
2.8
50
1.9
***
-.54
***
-.36
76-70
55-42
*
Priv/Pub
57
3.9
59
2.3
40
1.7
.01
-.21
65-46
63-54
-0.14
43-35
7

Other, such as patents, or computer software products
1 or more
Mean
Sig
Effect size
Gender differences M>F
15. How many exhibitions or performances in the fine or applied arts have you presented in the last two years?
1 or more
Mean
Sig
Effect size
Gender differences M>F AUB, F>M USA
16. How many of your professional writings have been published or accepted for publication in the last two years?
3 or more
Mean
Sig
Effect size
Gender differences M>F
20. Indicate the importance to you personally of each of the following:
Making a theoretical contribution to science
Essential / Very important
Mean
Sig
Effect size
Gender differences M>F USA, AUB same
22. During the present term, how many hours per week on average do you actually spend on each of the following activities ?
Research and scholarly writing
5 or more hours
Mean
Sig
Effect size
Gender differences M>F
Other creative products/performances
1 or more hours
Mean
Sig
Effect size
Gender differences M>F AUB, All;
8
58
2004
79
25
2004
9
12
2004
67
Private Priv/Pub
20
1.4
*
-.22
24-12
15
1.3
-.12
19-8
13
1.3
-.08
11-17
63
3.0
*
-.23
67-57
14
1.3
-.12
13-15
48
2.6
.10
53-40
Private Priv/Pub
52
2.5
55-45
43
2.3
**
0.25
47-36
76
4.4
***
-.33
80-69
39
1.6
**
.26
38-41
Private Priv/Pub
62
3.6
.03
67-54
41
1.7
*
.19
43-39
AUB
62
3.7
74-42
62
1.9
66-54
AUB
55
2.6
55-55
AUB
15-5
51
2.7
58-39
15
1.2
18-10
12
1.2

Scholarly Productivity
A unified measure of the scholarly activity of faculty.
American University of Beirut
Total (n)
Mean
Standard Deviation
Significance
Effect Size
M>F
AUB
114
53.7
9.04
-
-
56-50
Total
Private
3,858
57.6
9.37
***
-0.42
59-55
Priv/pub
13,034
53.8
9.22
55-52
Survey items and estimation 'weights' : How many of the following have you published?
* Articles in academic and professional journals (3.09)
* How many of your professional writings have been published or accepted for publication in the last two years (2.53)
* Chapters in edited volumes (2.11)
Conclusion:

AUB performance on scholarly productivity is significantly lower than private universities but is similar to overall universities’ average.


AUB faculty publications are significantly lower than those of faculty in private universities.
AUB faculty spend significantly less time on research writing but significantly more time on creative products.
9

I. Professional Practice: Service
9. Personally, how important to you is:
Service Men Women
AUB Private Pr/Pub AUB Private Pr/Pub AUB Private Pr/Pub
Essential/Very imp.
62 57 62 54 56 60 76 60 65
10. During the past two years have you engaged in any of the following activities?
Advised student groups involved in service/volunteer work
Published op-ed pieces or editorials
Please indicate the extent to which you:
Mentor new faculty
To a great extent / To some extent
Mean
Sig
Effect size
Gender differences M<F for AUB
Sig differences between male faculty only.
20. Indicate the importance to you personally of each of the following:
Mentoring the next generation of scholars
Essential / Very important
Mean
Sig
Effect size
Gender differences M<F
22. During the present term, how many hours per week on average do you actually spend on each of the following activities ?
Advising and counseling of students
5 or more hours
Mean
Sig
Effect size
Gender differences M>F
Committee work and meetings
5 or more hours
Mean
Sig
Effect size
Gender differences M=F
2004 AUB Private Pr/Pub
43 39 42
26 19 17
2004 AUB Private Pr/Pub
33
2004
2004
23
27
69
1.9
64-76
77
3.0
33
2.4
27-41
33
2.5
AUB
71-86
AUB
33-32
74
2.0
*
-.16
75-72
Private
84
3.3
***
-.40
82-86
Private
41
2.6
Ns
-0.15
41-41
35
2.5
Ns
0.00
33-38
71
1.9
72-69
Pr/Pub
79
3.2
**
-.25
77-82
Pr/Pub
41
2.6
Ns
-0.13
39-42
38
2.5
Ns
36-40
10

Other administration
5 or more hours
Mean
Sig
Effect size
Gender differences M=F
24 33
2.6
33-32
34
2.4
0.12
35-32
32
2.4
0.13
31-33
Consultation with clients/patients
1 or more hours
Mean
Sig
Effect size
1 or more hours
Mean
Sig
Effect size
Gender differences M=F
Community or public service
Gender differences M=F
22
36
29
1.9
29-30
46
1.7
45-48
17
1.3
***
0.63
19-15
48
1.6
Ns
.06
48-50
19
1.3
***
.62
18-19
55
1.7
Ns
-.04
52-59
Conclusion:
Non-significant differences with private and public universities on service on most of the items, except on consultation services as AUB are significantly higher.
Civic Minded Practice. A unified measure of faculty involvement in civic activities.
Civic Minded Values. A unified measure of the extent to which faculty believe civic engagement is a central part of the college mission.
Civic Minded Practice Civic Minded Values
American University of Beirut
AUB Private Priv/pub AUB Private Priv/pub
Total (n)
Mean
Standard Deviation
Significance
Effect Size
M<F
115
49
7.5
49-49
3,862 13,040 115 3,862 13,040
48 50 53 48 49
7.6
ns
7.9
ns
8.9
9.5
***
9.2
***
48-49 49-51 51-56
0.52
46-51
0.47
47-51
Survey items and estimation 'weights' :
Civic Minded Practice
* Collaborated with the local community in research/teaching (1.87)
* Engaged in public service/professional consulting without pay? (1.51)
* Do you use your scholarship to address local community needs? (1.78)
* Community or public service (1.35)
* Community service as part of coursework (1.64)
* Advised student groups involved in service/volunteer work (1.33)
Conclusion.
No significant difference on civic minded practice.
11

High
Average
Low
Civic Minded Values

Encourage students to become agents of social change (2.37)

Colleges should be actively involved in solving social problems (1.75)

Colleges should encourage students to be involved in community service activities (2.22)

Colleges have a responsibility to work with their surrounding communities to address local issues (1.64)

Instill in students a commitment to community service (2.15)

Influencing social values (1.31)
Conclusion: Significant difference on values with AUB higher than both of comparison groups.
Civic Minded Practice
Civic Minded Values
12

II. Satisfaction: Workplace
If you were to begin your career again, would you:
Still want to come to this institution?
Definitely yes / Probably yes
Mean
Significance
Effect Size
Gender Differences M <F AUB only.
Still want to be a college professor?
Definitely yes / Probably yes
Mean
Significance
Effect Size
Gender Differences M <F AUB only.
How satisfied are you with the following aspects of your job?
Salary
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M >F
Health benefit
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F in AUB and priv/pub
Retirement benefits
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Opportunity for scholarly pursuits
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M >F
2004 AUB Private Priv/pub
2004
37
46
75
4.0
AUB
78
4.1
ns
Private
71
3.9
ns
-.14
.07
73-79 81-75 71-70
77
4.2
-0.4
-0.3
74-83 91-86 89-86
28
2
33-20
49
2.4
47-54
25
2
24-28
37
2.2
38-36
89
4.5
***
88
4.5
***
Priv/pub
60
2.6
50
2.4
*** ***
- 0.7
- 0.5
64-54 51-48
78
3
***
75
2.9
***
- 0.8
- 0.7
78-78 74-77
76
2.9
***
71
2.8
***
- 1.2
- 1.1
78-73 71-70
74
2.8
62
2.6
*** ***
- 0.7
- 0.4
80-64 66-55
13

How satisfied are you with the following aspects of your job?
Teaching load
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Office/lab space
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Autonomy and independence
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Professional relationships with other faculty
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F
Social relationships with other faculty
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F
Competency of colleagues
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F only in private
2004 AUB
75
45
65
66
68
65
61
2.6
62-61
54
2.5
51-58
75
2.8
72-81
68
2.7
66-71
48
2.2
45-52
48
2.3
47-50
14
Private Priv/pub
73
2.8
61
2.6
*** ***
- 0.7
- 0.4
76-69 63-58
72
2.9
***
71
2.8
***
- 0.7
- 0.6
73-70 71-71
89
3.3
86
3.3
*** ***
- 0.7
- 0.5
90-86 87-85
76
3
***
- 0.5
- 0.4
77-73 77-76
76
3
***
62
2.7
65
2.7
** **
- 0.3
- 0.3
62-62 64-67
83
3.2
79
3
*** ***
- 0.6
- 0.4
84-83 79-80

Job security
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Departmental leadership
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F
Course assignments
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F only in private
Freedom to determine course content
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
Availability of child care at this institution
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F
Prospects for career advancement
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M>F
Clerical/ administrative support
Very satisfied/satisfied
Mean
Significance
Effect size
Gender difference M<F only in AUB
15
72
2.8
71-76
88
3.1
85-93
41
2.2
41-42
54
2.4
57-50
27
1.7
35-10
44
2.2
49-36
37
2.1
37-38
80
3.1
73
3
*** ***
- 1.1
- 0.8
82-75 77-68
69 68
2.8
***
2.8
***
- 0.4
- 0.4
70-66 69-66
84
3.1
83
3.1
*** ***
- 0.5
- 0.4
85-82 82-83
93 92
3.5
***
3.4
***
- 0.5
- 0.5
93-92 93-91
25
1.8
30
1.9
ns ns
- 0.1
- 0.2
30-20 33-26
61
2.6
***
- 0.5
- 0.3
63-57 56-53
55
2.5
**
52
2.5
56
2.6
*** ***
- 0.36
- 0.4
54-47 58-54
38
36
4

Overall job satisfaction
Very satisfied/satisfied
Mean
Significance
Effect size
64 60
2.5
62-57
78
3
75
2.9
*** ***
- 0.6
- 0.5
80-73 76-73 Gender difference M>F
Tuition remission for your children/ dependents
Very satisfied/satisfied 79
3.1
83
3.3
66
2.7
Mean
Significance
Effect size
Gender difference M>F only in private 77-83
- 0.2
83-81
**
- 0.3
62-64
Job Satisfaction
Workplace – A unified measure of the extent to which faculty are satisfied with their working environment.
Compensation – A unified measure of the extent to which faculty are satisfied with their compensation packages.
Career Related Stress - Measures the amount of stress faculty experience related to their career.
Workplace Compensation Career Related Stress
AUB Priv. All AUB Priv. All AUB Priv. All
Total (n)
Mean
Standard Deviation
Significance
Effect Size
115 3860 13032 115 3860 13032 114 3855 13023
45 51 50 45 55 52 50 51 51
7.9 8.8 8.6
*** ***
6.4 9 8.5
*** ***
9.3 7.8 ns
7.8 ns
M=F
-.69 -.58 -1.1 -.81 -.02 -.10
44-45 51-50 50-50 45-44 56-53 53-51 50-50 50-52 50-53
Survey items and estimation 'weights'
Workplace Satisfaction
How satisfied are you with the following aspects of your job?
* Professional relationships with other faculty (2.55) * Departmental leadership (1.51)
* Competency of colleagues (1.92)
* Autonomy and independence (1.57)
* Course assignments (1.33)
Compensation Satisfaction
How satisfied are you with the following aspects of your job?
* Opportunity for scholarly pursuits (2.18)
* Retirement benefits (1.48)
* Prospects for career advancement (1.25)
* Teaching load (1.27)
* Job security (1.26)
* Salary (1.40)
Career Related Stress
: Please indicate the extent to which each of the following has been a source of stress for you during the last two years:
* Lack of personal time (1.52) * Colleagues (1.14)
* Teaching load (1.38)
* Committee work (1.25)
* Institutional procedures/red tape (1.17)
* Research or publishing
* Self-imposed high expectations (1.09)
* Students (1.08)
16

Workplace Satisfaction
Compensation Satisfaction
Career Related Stress
High job satisfaction
Average job satisfaction
Low job satisfaction
Conclusion

Significantly smaller percentage of male and female faculty is highly satisfied with their workplace and compensation at AUB as compared with both private and all universities.

Nearly 50% have low satisfaction on these two constructs.

There are no significant differences on career related stress.
17

III. Institutional Priorities
Below are some statements about your college or university. Indicates the extent to which you agree or disagree with each of the following
Racial and ethnic diversity should be more strongly reflected in the curriculum
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
This institution should hire more faculty of color
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
This institution should hire more women faculty
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
Faculty are committed to the welfare of this institution
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
Faculty here are strongly interested in the academic problems of undergraduates
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
18
2004 AUB
68
2.8
ns
66-71
73
2.9
ns
74-73
56
2.6
ns
49-68
69
2.8
ns
63-81
64
2.7
ns
64-64
43
52
Private Priv/pub
49
2.5
ns
0.1
51
2.6
ns
0.02
41-62 44-62
73
3
71
2.9
* ns
- 0.2
- 0.1
66-85 67-77
69
2.9
62
2.7
ns ns
- 0.1
- 0.1
62-81 57-69
92
3.3
90
3.2
*** ***
- 0.7
- 0.5
93-92 90-90
82
3.1
***
84
3.1
***
- 0.6
- 0.6
84-80 85-84

Indicate how important you believe each priority listed below is at your college or university
Highest priority / high priority
Mean
2004
86
Significance
Effect size
Gender difference M<F only in AUB
To develop a sense of communication among students and faculty
Highest priority / high priority
Mean
Significance
44
Effect size
Gender difference M<F in AUB and priv/pub
Highest priority / high priority
To facilitate student involvement in community service
Mean
Significance
Effect size
Gender difference M<F
To help students learn how to bring about change in society
Highest priority / high priority
Mean
6
Significance
AUB
82
3.1
ns
78-91
56
2.6
ns
52-63
36
2.2
ns
41
2.3
ns
31-44
Effect size
Gender difference M<F
To increase or maintain institutional prestige
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F
75
32-56
80
3.1
ns
77-85
To hire faculty “stars”
Highest priority / high priority
Mean
33
Significance
Effect size
45
2.4
ns
Gender difference M<F
Mean
Significance
To recruit more minority students
Highest priority / high priority 13
44-46
32
2.2
ns
19
Private
87
3.3
***
Priv/pub
80
3.1
ns
- 0.3
- 0.1
89-85 80-79
49
2.5
ns
0.1
0.1
49-49 49-51
50
2.5
ns
43
2.4
ns
39
2.3
ns
- 0.1
- 0.1
41-47 37-42
37
2.2
ns
0.1
0.1
35-40 31-33
32
2.1
ns
86
3.4
***
73
3 ns
- 0.3
0.1
86-87 73-74
65
2.9
42
2.3
*** ns
- 0.5
0.1
64-67 41-43
47
2.4
**
47
2.4
**

Effect size
Gender difference M<F only in AUB
To enhance the institution’s national image
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F
To create a diverse multi-cultural campus environment
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F only in AUB
To promote gender equity among faculty
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M>F
To provide resources for faculty to engage in communitybased teaching or research
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M>F only in AUB
To create and sustain partnerships with surrounding communities
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F
To pursue extramural funding
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F only in AUB
65
33
31
74
55
37
20
45
2.3
ns
46-43
50
2.5
ns
44-60
73
2.9
ns
69-80
27-43
82
3.1
ns
82-83
69
2.8
ns
68-71
49
2.5
ns
51-45
26
2
***
0.4
30
2.1
**
0.3
26-26 28-32
42
2.4
ns
43
2.4
ns
0.1
0.1
42-42 40-46
77
3.2
73
3
** ns
- 0.3
- 0.1
78-77 73-72
- 0.3
- 0.3
47-47 47-47
90
3.4
***
77
3.1
ns
- 0.4
0.04
89-90 76-78
49
25
***
0.4
50
2.5
0.4
***
51-46 50-49
48
2.4
ns
47
2.4
ns
0.1
0.1
56-36 55-36

To increase the representation of minorities in the faculty and administration
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M>F
To strengthen links with the for-profit, corporate sector
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F only in priv./pub
To develop leadership ability among students
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F only in private
To increase the representation of women in the faculty and administration
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M>F
To develop an appreciation for multiculturalism
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M< F only in AUB
52
15
50
33
21
41
2.3
**
40
2.3
**
-0.3
-0.3
43-38 41-39
51
2.5
53
2.6
ns
-0.1
ns
-0.1
52-50 52-53
57
2.6
ns
49
2.5
ns
0 0.2
57-56 48-50
41
2.4
36
2.3
* ns
- 0.2
- 0.1
46-30 42-28
41
2.4
48
2.5
ns
0.2
ns
0.02
44-37 48-47
53-45
54
2.6
ns
52-58
29
2.1
ns
28-31
50
2.5
ns
35
2.2
ns
36-33
49
2.5
ns
48-50

Please indicate your agreement with each of the following statements
Colleges should be actively involved in solving social problems
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
Colleges should encourage students to be involved in the community service activities
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
Colleges should be concerned with facilitating undergraduate students’ spiritual development
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
Colleges have a responsibility to work with their surrounding communities to address local issues
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
This institution should not offer remedial/development education
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
AUB is significantly lower than norms
AUB is significantly higher than norm
22
2004 AUB
92
39
92
71
Private Priv/pub
50
2.5
ns
59-34
89
3.3
ns
87-93
16
1.8
ns
19-10
74
3 ns
73-76
77
3 ns
77
3 ns
0.1
0.1
74-81 74-81
89
3.3
ns
87
3.1
*
87
3.1
ns
0.2
0.2
82-100 83-93 84-92
32
2.1
***
26
1.9
***
0.4
0.6
33-30 27-24
89
3.2
*
0.2
88
3.1
*
0.2
87-93 86-91
30
2.1
***
23
2 ns
- 0.4
- 0.2
34-22 26-17

III. Institutional Priority
Commitment to Diversity: Measures the extent to which faculty believe their institution is committed to creating a diverse multicultural campus environment.
Civic Engagement – Measures the extent to which faculty believe their institution is committed to facilitating civic engagement among students and faculty.
Increase Prestige – Measures the extent to which faculty believe their institution is committed to increasing its prestige.
Diversity Civic Engagement Increase Prestige
AUB Priv. All AUB Priv. All AUB Priv. All
Total (n)
Mean
112 3,833 12,949 112 3,835 12,951 112 3.837 12.957
49 49
Standard Deviation 10.7 9.0
50
8.9
50
9.5
48
8.4
49
8.5
53
7.5
57
8.0
52
8.9
Significance
Effect Size ns ns
-.01 -.03
* *
0.24 0.19
***
-.45 .08
M=F 49-50 50-48 50-49 50-51 48-49 48-49 53-53 57-57 52-53
Survey items and estimation 'weights'
Indicate how important you believe each priority listed below is at your college or university:
Diversity
* To create a diverse multi-cultural campus environment (3.21)
* To increase the representation of minorities in the faculty and administration (3.05)
* To develop an appreciation for multiculturalism (2.79)
* To recruit more minority students (2.41)
* To increase the representation of women in the faculty and administration (1.76)
Civic Engagement
* To provide resources for faculty to engage in community-based teaching or research (4.27)
* To create and sustain partnerships with surrounding communities (2.50)
* To facilitate student involvement in community service (1.29)
Increase Prestige
* To increase or maintain institutional prestige (3.54)
* To enhance the institution's national image (3.43)
* To hire faculty "stars" (1.47)
23

Commitment to Diversity
Civic Engagement
Increase Prestige
High institutional priority
Average institutional priority
Low institutional priority
Conclusion

AUB is significantly higher than private and all universities on faculty perception that civic engagement is a priority at AUB with a low effect size. No significant gender differences.

AUB is significantly lower than private universities only on faculty perception that increased prestige
 is a priority.
No significant differences on faculty perception that diversity is a priority.
24

IV. Goals for Undergraduate Education
Indicate the importance to you of each of the following education goals for undergraduate students:
Develop ability to think critically
Essential / very important
Mean
Significance
Effect size
Gender difference M=F
Prepare students for employment after college
Essential / very important
Mean
Significance
Effect size
Gender difference M>F in AUB
Prepare students for graduate or advanced education
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Develop moral character
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Provide for students’ emotional development
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Teach students the classic works of western civilization
Essential / very important
Mean
Significance
Effect size
Gender difference M<F only in AUB
2004 AUB
91
100
83
56
93
Private Priv/pub
89
3.5
85-98
68
2.9
59-85
40
2.2
39-42
90
3.3
86-98
100
3.87
99.1
99.3
3.9
3.88
ns ns
-0.08
-0.03
100-100 99-99 99-99
88
3.2
84-83
74
3
**
79
3.1
ns
0.25
0.1
73-75 77-82
78
3
***
0.4
0.4
78-79 74-77
75
3
***
66
2.9
***
0.6
0.6
63-71 65-72
67
2.9
***
46
2.5
***
0.5
49
2.6
0.4
***
40-55 43-58
29
2.1
27
2 ns
0.2
*
0.2
29-28 28-24
25

Help students develop personal values
Essential / very important
Mean
Significance
76
Effect size
Gender difference M<F
Enhance students’ self-understanding
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Instill in students a commitment to community service
Essential / very important
Mean
64
78
Significance
Effect size
Gender difference M<F
Enhance students’ knowledge of and appreciation for other
Essential / very important 68
Mean
Significance
Effect size
Gender difference M<F
Help master knowledge in a discipline
Essential / very important
Mean
Significance
Effect size
Gender difference M>F only in private
99
Develop creative capacities
Essential / very important
Mean
Significance
Effect size
Gender difference M<F only in AUB
84
26
73
3
64-88
77
3.1
69-93
88
3.3
62
2.8
***
62
2.8
***
0.6
0.6
81-100 59-69 58-69
90
3.3
86-95
65
2.9
***
0.4
69
2.9
0.4
***
62-72 65-75
39
2.3
***
44
2.4
***
0.7
0.6
35-47 38-54
66
2.9
**
70
3 ns
0.3
0.2
57-81 61-83
94
3.4
94
3.5
ns
- 0.2
ns
-0.2
90-100 94-93 93-94
94
3.5
90
3.3
88-93
83
3.2
ns
0.1
80
3.2
*
0.2
84-82 80-80

Instill a basic appreciation of the liberal arts
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Promote ability to write effectively
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Help students evaluate the quality and reliability of information
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Engage students in civil discourse around controversial issues
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Teach students tolerance and respect for different beliefs
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
Encourage students to become agents of social change
Essential / very important
Mean
Significance
Effect size
Gender difference M<F
96
57
27
65
2.8
59-76
64
2.8
ns
63
2.8
ns
0.03
0.01
61-68 60-67
54
2.6
48-66
89
3.5
85-98
76
3
70-88
87
3.3
91
3.4
**
-0.3
***
-0.3
79-100 90-92 89-94
91
3.5
92
3.4
95
3.6
96
3.6
* **
-0.2
-0.3
88-100 94-95 95-97
64
2.8
66
2.9
* **
-0.2
-0.9
57-76 61-75
74
3.1
78
3.2
***
0.4
***
0.3
69-84 72-88
46
2.5
51
2.6
*** ***
0.5
0.5
37-62 41-66

Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following
This institution takes responsibility for educating underprepared students
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
Indicate how important you believe each priority listed below is at you college or university
To promote the intellectual development of students
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M<F only in AUB
To develop leadership ability among students
Highest priority / high priority
Mean
Significance
Effect size
Gender difference M>F only in private
Please indicate your agreement with each of the following statements
College should encourage students to be involved in community service activities
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M<F
Colleges should be concerned with facilitating undergraduate students’ spiritual development
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M> F
36
92
39
86
52
28
55
2.5
62-44
82
3.1
78-91
54
2.6
52-58
60
2.6
ns
-0.1
87
3.3
***
-0.3
64
2.7
*
2.5
ns
0 0.2
57-56 48-50
80
3.1
ns
-0.1
89-85 80-79
57
2.6
ns
49
-0.2
62-55 65-62
89
3.3
87
3.1
*
87
3.1
ns
0.2
0.2
82-100 83-93 84-92
50
2.5
59-34
32
2.1
***
0.4
26
1.9
***
0.6
33-30 27-24

Undergraduate Education Goal/Social Involvement
A.
Personal Development: Measures the extent to which faculty believe that personal development is a central goal for undergraduate education.
Total
American University of Beirut
AUB Private Priv/pub
Total (n)
Mean
Standard Deviation
Significance
Effect Size
M<F
114
52.5
7.36
51-56
3,761
47.0
8.98
***
0.61
46-49
12,828
47.4
8.79
***
0.58
46-49
High UG institutional goal: Personal development
Average institutional goal: Personal development
Low institutional goal: Personal development
Survey items and estimation 'weights' :
Indicate the importance to you of each of the following education goals for undergraduate students:
* Help students develop personal values (4.92)
* Provide for students' emotional development (2.91)
*Develop moral character (2.87)
* Enhance students' self-understanding (2.65)
Conclusion

AUB faculty have significantly higher beliefs from norms that personal development is a central goal for undergraduate education.

AUB faculty have higher views on emotional, social and character development but significantly lower ones on some cognitive ones like writing effectively and evaluating information etc.

Significantly lower percentage of male faculty (29 vs. 54) believe that personal development is a high priority institutional goal, quite similar to norms.
29

B.
Social Agency: Measures the extent to which faculty value political and social involvement as a personal goal.
American University of Beirut
Total (n)
Mean
Standard Deviation
Significance
Effect Size
M<F
AUB
115
51
8.2
49-53
Total
Private
3,860
48
8.8
**
0.29
47-50
Priv/pub
13,034
49
8.7
.18
48-51
High Social Agency:
Average Social Agency:
Low Social Agency:
Survey items and estimation 'weights'
Indicate the importance to you personally of each of the following:
* Participating in a community action program (2.32)
* Becoming a community leader (1.84)
* Influencing social values (1.49)
* Helping to promote racial understanding (1.40)
* Keeping up to date with political affairs (1.06)
Conclusion

AUB faculty beliefs are significantly higher than private university views on importance of social and political involvement as a personal goal.

No significant differences between male and female AUB faculty on this theme but for norms there are significant differences with males significantly lower than females.
30

V. A. Relationship with Administration
Indicate how well each of the following describes your college or university
The faculty are typically at odds with campus administration
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M>F only in AUB
Administrators consider faculty concerns when making policy
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M<F in AUB
The administration is open about its policies
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M>F only in public
Please indicate the extent to which each of the following has been a source of stress during the last two years colleagues
Extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Institutional procedures and “red tape”
Extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F
2004 AUB
79
71
78
2
82-73
70
1.7
64-80
66
1.8
65-68
2004 AUB
54
1.7
53-56
73
2
77-66
31
Private Priv/pub
55
1.7
***
0.5
67
7.9
*
0.2
52-61 63-67
76
1.9
**
72
1.9
*
-0.3
-0.2
78-72 73-71
69
1.9
ns
-0.1
71
1.9
ns
-0.1
71-66 70-72
Private Priv/pub
61
1.7
ns
-0.1
63
1.8
ns
-0.1
58-67 60-67
68
1.8
**
0.3
74
1.9
ns
0.1
68-67 74-73

Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following
Students affairs staff have the support and respect of faculty
Agree strongly / agree somewhat
Mean
2004 AUB Private Priv/pub
Significance
Effect size
Gender difference M<F
84
3
80
3 ns
77
3 ns
Significance
Effect size
Gender difference M<F
30
81-88
0.02
0.1
78-84 75-80
Faculty are sufficiently involved in campus decision making
Agree strongly / agree somewhat
Mean
88
3.3
62
2.8
*** ***
0.6
0.6
81-100 59-69 58-69
62
2.8
The criteria for advancement and promotion decision are clear
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F only except AUB
52 58
2.5
58-59
68
2.8
***
-0.4
71
2.9
***
-0.5
73-60 73-67
Conclusion.

A high percentage of faculty believe that they are sufficiently involved in campus decision-making and it is significantly higher than the norms.

This involvement puts them at odds with administration and institutional red tape is a source of stress for AUB faculty and this is significantly higher than norms especially for private universities.

A lower percentage view promotion criteria as clear and that their concerns are being considered by administration, also significantly lower than norms.

There are gender differences on relationship with administration for AUB and also between AUB and the norms. In general females are more positive in this regard.
32

B.
Institutional Support & Resources
Indicate how well each of the following describes your college or university
Faculty are rewarded for being good teachers
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M>F only in private
There is respect for the expression of diverse values and beliefs
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M>F
Faculty are rewarded for their efforts to use instructional technology
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M<F only in AUB
Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following
My research is valued by faculty in my department
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
My teaching is valued by faculty in my department
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
33
77
64
2004 AUB
85
55 53
1.6
49-59
85
2.2
86-83
58 50
1.6
47-54
2004 AUB
68
2.7
72-60
79
3
81-76
Private Priv/pub
70
1.9
***
-0.4
71
1.9
***
-0.4
71-68 70-71
91
2.4
**
-0.3
91
2.3
Ns
-0.2
92-91 91-90
66
1.8
***
68
1.8
***
-0.3
-0.4
70-64 68-67
Private Priv/pub
80
3
***
-0.4
76
2.9
**
-0.3
82-75 78-72
87
3.3
88
3.3
*** ***
-0.34
-0.4
87-86 88-88

There is adequate support for faculty development
Agree strongly / agree somewhat
Mean
Significance
63 68
2.6
70
2.8
*
64
2.7
ns
Effect size
63-76
-0.2
-0.1
Gender difference M<F only in AUB 75-62 65-61
Conclusion

A good percentage (more than 50%) of faculty view that they are getting support for their research and teaching from other faculty and their department, however it is significantly lower than the
 norms, especially private universities.
AUB female faculty, in general, have higher views on their being rewarded for good teaching, for use of technology, and faculty development support, while for US norms female faculty views are either same or lower than male faculty views.
VI.
Faculty Views: A. Interaction with Student
During the past two years you have engaged in any of the following activities

Advised students groups involved in service / volunteer work
Gender difference M>F only in AUB

Engaged undergraduates on your research project
Gender difference M>F

Worked with undergraduates on a research project
Gender difference M<F only in AUB

Supervised an undergraduate thesis
Gender difference M<F only in public
2004 AUB
43
47-36
54
60-43
56
52-62
29
33-21
Private
39
57
39
37-44
62-49
68
71-62
39-40
Priv/pub
42
50
33
40-46
55-42
62
66-56
35-31
Indicate how well each of the following describes your college or university
It is easy for students to see faculty outside of office hours
Very descriptive / somewhat descriptive 98
Mean
Significance
Effect size
Gender difference M>F
Most students are treated like “numbers in a book”
Very descriptive / somewhat descriptive
Mean
33
Significance
Effect size
Gender difference M>F
Faculty are rewarded for being good teachers
Very descriptive / somewhat descriptive
Mean
Significance
Effect size
Gender difference M>F only in public
55
96
2.4
95-98
38
1.4
42-29
53
1.6
49-59
93
2.5
ns
-0.03
-0.02
94-92 95-93
19
1.2
***
0.5
94
2.4
Ns
28
1.3
*
0.2
19-18 29-27
70
1.9
***
71
1.9
***
-0.4
-0.4
71-68 70-71
34

Please indicate the extent to which each of the following has been source of stress for you during last two years
Students
Extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following
Faculty are interested in students’ personal problems
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F only in AUB
Faculty feel that most students are well-prepared academically
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F only in AUB
Faculty here are strongly interested in the academic problems of undergraduates
Agree strongly / agree somewhat
Mean
Significance
Effect size
Gender difference M>F
VI.
B. Faculty Habits of the Mind
In your interactions with undergraduates, how often do you encourage them to:
Ask questions in class
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F only in AUB
Support their opinions with logical argument
Frequently / occasionally
Mean
Significance
2004 AUB
52
63
47
59 36
1.4
34-39
69
2.7
71-66
56
2.5
58-51
64
2.7
64-64
2004 AUB
97
2.9
97
2.9
97-98
35
Private Priv/pub
56
1.6
60
1.7
***
-0.4
***
-0.4
52-65 57-66
77
2.9
***
80
2.9
***
-0.32
0.4
76-79 79-82
67
2.8
***
41
2.3
*
-0.4
0.2
66-69 40-42
82
3.1
***
84
3.1
***
-0.6
-0.6
84-80 85-84
Private Priv/pub
95
2.7
**
96
2.9
97
2.9
ns ns
0.1
0
97-94 97-97
97
2.8
*

Effect size
Gender difference M<F only in AUB
Seek solutions to problems and explain them to others
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M>F only in private
Revise their papers to improve their writing
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F
Evaluate the quality or reliability of information they receive
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F
Take risks for potential gains
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F
Seek alternative solutions to a problem
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M>F only in private
Look up scientific research articles and resources
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F only in AUB
Explore topics on their own, even though it was not required for a class
36
79
2.3
71-93
97-98
96
2.7
95-98
95
2.5
95-95
92
2.5
89-98
96
2.7
95-98
79
2.1
74-87
0.3
0.2
96-95 97-97
94
2.6
ns
95
2.6
ns
0.16
0.12
94-93 95-96
83
2.3
87
2.4
ns ns
-0.04
-0.14
82-86 86-89
93
2.6
ns
95
2.6
ns
0.1
0. 1
93-94 94-96
79
2.1
82
2.2
ns
-0.1
Ns
-0.1
78-81 81-85
93
2.5
95
2.5
ns ns
0.03
-0.02
94-92 94-94
87
2.5
88
2.4
ns
0.1
ns
0.1
88-84 89-87

Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F only in AUB
Accept mistakes as part of the learning process
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M<F in AUB
Seek feedback on their academic work
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M>F
Integrate skills and knowledge from different sources and experiences
Frequently / occasionally
Mean
Significance
Effect size
Gender difference M=F only in AUB
VI.
C. Faculty Views: Health and Wellness
Please indicate the extent to which you:
Achieve a healthy balance between your personal life and your professional life
To a great extent / to some extent
Mean
Significance
Effect size
Gender difference M>F only in priv/pub
Feel that you have to work harder than your colleagues to be perceived as a legitimate scholar
To a great extent / to some extent
Mean
Significance
Effect size
Gender difference M> F only in AUB
91
2.4
89-95
94
2.5
95
2.5
ns
-0.2
ns
-0.2
95-92 95-95
49
90
95
2.7
95-95
2004 AUB
94
2.7
93-95
96
2.6
96-95
78
2.1
71-91
81
2.1
ns
0.01
83-96
83
2.1
ns
0
86-77
64
1.9
62
1.9
65
1.9
ns ns
-0.02
-0.1
64--62 55-74 60-72
95
2.6
ns
96
2.7
ns
0.03
-0.02
95-94 96-96
94
2.6
96
2.7
ns ns
0 -0.1
95-93 96-95
94
2.6
ns
96
2.7
ns
0.03
-0.1
94-95 95-97
Private Priv/pub
37

Please indicate the extent to which each of the following has been a source of stress for you during the last two years
Managing household responsibilities extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Child care extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Care of elderly parents extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
My physical health extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F only in AUB
Health of spouse / partner extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F
Review / promotion process extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
38
62
68
21
34
41
31
75
1.9
**
75
1.9
**
-0.3
-0.3
71-80 72-80
57
1.8
ns
-0.2
56
1.7
ns
-0.1
51-69 51-65
52
1.7
50
1.6
ns
-0.2
ns
-0.1
49-58 45-58
55
1.6
***
54
1.6
***
-0.4
-0.4
52-60 51-58
43
1.5
44
1.5
*
-0.3
**
-0.3
46-36 47-40
54
1.8
*
58
1.8
*
0.3
0.2
47-67 53-66
58
1.7
56-62
35
1.4
40-26
28
1.3
33-18
62
2
58-70
53
1.7
47-69
50
1.6
53-44

Subtle discrimination (e.g. prejudice, racism, sexism) extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Personal finances extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Committee work extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Faculty meetings extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Colleagues extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Students extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Research or publishing demands extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
39
47-51
54
1.7
53-56
36
1.4
34-39
1.7
59-64
48
1.6
77
2.1
75-81
77
2
34
1.4
31-39
74-82
60
30
1.4
ns
29
1.4
ns
0.1
0.1
19-48 20-41
59
1.7
***
65
1.8
*
0.3
0.2
56-64 63-67
58 63
1.7
ns
0.1
1.7
ns
-0.1
55-61 60-67
51
1.6
54
1.6
ns
0 ns
-0.1
50-54 52-57
61
1.7
63
1.8
ns
-0.1
ns
-0.1
58-67 60-67
56 60
1.6
***
1.7
***
-0.4
-0.4
52-65 57-66
78
2.1
73
2 ns
0.1
*
0.2
76-80 71-76
80
57
63
53
39

Institutional procedures and “red tape” extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F
Teaching load extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Children’s problems extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Friction with spouse / partner extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F only in AUB
Lack of personal time extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Keeping up with information technology extensive / somewhat
Mean
Significance
Effect size
Gender difference M>F only in AUB
Job security extensive / somewhat
Mean
Significance
40
73
2
77-66
69
1.9
67-73
63
1.9
52
1.6
52-51
44
1.5
44-46
28
1.3
29-27
89
2.3
86-95
68
1.8
74
1.9
** ns
0.3
0.1
68-67 74-73
50
1.6
60
1.8
***
0.4
ns
0.2
48-55 58-63
49
1.6
ns
-0.1
47
1.6
ns
-0.1
46-56 43-55
34
1.4
34
1.4
ns
-0.1
ns
-0.1
34-35 34-35
83
2.2
83
2.2
ns ns
0.2
0.2
78-91 79-88
50
1.6
53
1.6
ns
0.1
ns
-0.03
49-52 50-58
30
1.4
***
39
1.5
***
71
78
78
59
36
18
66

Effect size
Gender difference M>F only in AUB
Being part of a dual career couple extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
Working with underprepared students extensive / somewhat
Mean
Significance
Effect size
Significance extensive / somewhat extensive / somewhat
Mean
Significance
Gender difference M<F
Self imposed high expectations
Mean
Effect size
Gender difference M<F
Change in work responsibilities
Effect size
Gender difference M<F
59
21
78
48
67-56
38
1.4
64
73
1.9
44
1.5
1.8
31-54
59-73
69-81
40-51
0.7
27-37
52
1.7
**
50
1.6
*
-0.3
-0.3
45-63 45-60
59
1.7
ns
0.07
86
2.2
***
-0.4
-0.4
82-92 83-89
47
1.6
58-59
0.5
35-45
74
1.9
**
85
2.2
***
50
1.6
-0.3
73-76 ns ns
-0.02
-0.1
41-58 45-60
Institutional budget extensive / somewhat
Mean
Significance
Effect size
Gender difference M<F
57
1.6
52-68
49
1.6
ns
0.1
77
2.1
***
-0.6
45-57 75-81
Conclusion:
A.
Interactions with Students

Smaller percentage of AUB faculty engaged heir students in research work than norms or supervised a thesis.

In general, more male faculty were involved with their students than female faculty.

More faculty members (around 40%) believe that students at AUB are treated like numbers, while less (only half) believe that they are being rewarded for good teaching.

Only a third of AUB faculty believe that students are a source of stress for them, less than norms.

In general, faculty (50-60%) are interested in student problems but less than the norms.
41

B.
Habits of the Mind

A high percentage of faculty (> 90%) utilize various habits of mind listed and non significant differences with norms.
C.
Health & Wellness

A good percentage of faculty (64-67) have positive valuations and non-significant from norms.

Lack of personal time (89%), research/publishing demands (77%), personal finances (77%), institutional red tape (73%), self-imposed high expectations (73%), teaching load (69%), job security
(63%), and promotion process (62%) are main sources of stress for faculty.

They are all significantly higher than norms except for self-imposed expectations which is lower and lack of personal time where differences are not significant.

Physical health and students are less of a stress to AUB faculty, while there are no significant differences on committee work, faculty meetings, working with colleagues, etc..

Females, in general, have higher percentage of stress with some items.
42